Publications by authors named "Shree Vadera"
Rational: Several tools exist to assess comorbidities in neurological disorders, the most widely used being the Charlson Comorbidity Index (CCI), but it has several limitations. The Comorbidity and General Health Questionnaire (CGHQ) is a newly designed tool, which includes additional comorbidities associated with health-related quality of life (HR-QOL) and outcomes in neurological disorders.
Aims And Objectives: To assess the feasibility and validity of the CGHQ in patients with neurological disease.
Article Synopsis
- Many liver patients lack appropriate palliative care, leading clinicians to seek better ways to identify those in need of specialist palliative care (SPC).
- A study reviewed the Supportive and Palliative Care Indicator Tool (SPICT) and the Bristol Prognostic Screening Tool (BPST) to evaluate their effectiveness in identifying patients for SPC and predicting 12-month mortality.
- Results indicated that SPICT performed significantly better than BPST in identifying patients needing SPC referral, while both tools showed moderate predictive ability for mortality, highlighting the need for further research on their clinical implementation.
Fear of falling (FoF) is prevalent in older adults, especially those with previous falls, and typically starts insidiously. We present a 78-year-old woman with an abrupt onset FoF and no history of falls, balance problems, vertigo, oscillopsia, psychiatric or psychological issues to account for this. These cognitive changes led to a behavioural alteration of her gait that became slow and wide-based, with her gaze fixed on the floor.
View Article and Find Full Text PDFThe Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning.
BMC Med
May 2020
Background: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL).
View Article and Find Full Text PDFArticle Synopsis
- Medical schools in the UK exhibit significant differences in various aspects, including teaching styles, entry criteria, and postgraduate performance, prompting the MedDifs study to explore these variations.
- The study analyzed aggregated data from 29 medical schools, focusing on 50 different measures such as curricular influences, student satisfaction, and specialty training outcomes.
- Results indicate that while differences in medical schools are consistent over time, schools using problem-based learning (PBL) tend to have lower postgraduate performance despite higher satisfaction with feedback, suggesting a complex relationship between teaching methods and outcomes.